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Journal articles on the topic "Research for Better Schools, inc"
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Pizac, Douglas A., Charles B. Swanik, Joseph J. Glutting, and Thomas W. Kaminski. "Evaluating Postural Control and Ankle Laxity Between Taping and High-Top Cleats in High School Football Players." Journal of Sport Rehabilitation 27, no. 2 (March 1, 2018): 111–17. http://dx.doi.org/10.1123/jsr.2016-0084.
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Context: Lateral ankle sprains are the most common injuries in high school sports. While ankle taping is a preferred method of external prophylactic support, its restrictive properties decline during exercise. The Under Armour® Highlight cleat is marketed on the premise that it provides added support without the need for additional ankle taping. Objective: To determine if differences in ankle joint laxity and postural control exist between football players wearing the Under Armour® Highlight cleat (Under Armour Inc, Baltimore, MD) as compared to a low/mid-top cleat with ankle tape. Design: Crossover trial. Setting: Athletic training room and football practice field sideline. Patients: 32 interscholastic football players (15.8 ± 1.0 y; 178.9 ± 7.4 cm; 87.1 ± 21.4 kg). Interventions: Ankle laxity was assessed using an instrumented ankle arthrometer (Blue Bay Research Inc, Milton, FL), while postural control testing was performed on the Tekscan MobileMat™ Balanced Error Scoring System (BESS; South Boston, MA). The 2 treatments included Under Armour® Highlight cleats and a low/mid-top cleat with ankle tape applied to the nondominant ankle only. Measurements were taken before and immediately after practice. Main Outcome Measures: The independent variable was treatment (Highlight vs low/mid-top cleat with ankle tape). Dependent variables included ankle arthrometry measures of anterior displacement (mm), inversion/eversion rotation (deg), and the modified BESS error scores. A linear mixed-effects model was used for analysis. Results: The low/mid-top cleat with tape condition had significantly higher inversion range-of-motion (ROM) and inversion/eversion rotation postexercise when compared to the Highlight cleat (P < 0.05). Conclusions: The results of this study provide some evidence that the Under Armour® Highlight cleat restricts ankle ROM following a training session better than the taped low/mid-top cleat. Further study is warranted to determine if this high-top style of football cleat can reduce the incidence of ankle sprains and how it might compare to spat taping.
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Mleczko, Edward, Robert Malina, Elżbieta Cieśla, and Elżbieta Szymańska. "Ecological model of physical fitness determinants among children and adolescents in Poland compared to worldwide research, part 1." Journal of Kinesiology and Exercise Sciences 29, no. 86 (June 30, 2019): 31–43. http://dx.doi.org/10.5604/01.3001.0013.7871.
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Research aim: 1. Understanding the level of physical activity among children and adolescents in 38 countries around the world, based on research conducted using the ecological model by JF Sallis, 2. Assessment regarding the functioning of the ecological model of physical activity in Poland in light of the research results obtained by the organisation "Active Healthy Kids Global Alliance ( AHKGA)". Research methods: Analysis of documents issued by members of the AHKGA organisation with particular emphasis on the publications found in the Journal of Physical Activity and Health, 2016, 13 (Suppl. 2), S343-S366. http://dx.doi.org/10.1123/jpah.2016-0594 © 2016 Human Kinetics, Inc., as well as Polish reports, bulletins and ordinances of the Ministry of Health and Sport, the government and social organisations. Research results: The conducted research on physical fitness among children and youth from 38 countries of four continents proved the existence of a paradox. An inverse relationship has been found between increased physical activity in all forms of games, in active transport to schools (and back), and a lower sedentary lifestyle of children and adolescents in countries with poorer sport and recreational infrastructure. Better infrastructure and implementation of sports and recreation programmes did not go hand in hand with an increase in physical activity and the limitation of sedentary behaviours. It can therefore be assumed that spontaneous, unorganised participation in physical activity is more important for achieving desired pedagogical goals than supervised and imposed activation programmes for implementing physical exercises. The highest marks from the components of the ecological model taken into account (General Physical Activity, Participation in Organised Sport, Active Play, Active Transport, Sedentary Behaviour, Family and Friends, School, Local Community and Surroundings. Government Strategies and Investments) were obtained by Denmark, Slovenia and the Netherlands... Surprisingly, the functioning of the ecological model of physical activity in Japan was poorly assessed. The physical activity of Polish children can be considered average compared to their peers living on all continents of the world. This means that only a small percentage of children in Poland comply with WHO recommendations regarding daily physical activity (combined at medium and high levels) to counteract the negative effects of a sedentary lifestyle. There is no balanced approach in Poland to supporting the physical activity of children and adolescents. The best functioning area in this respect is the school, where activities are focused on improving school infrastructure and physical education classes. There is a lack of representative research concerning the physical activity of children below the age of 9 and a complete lack of scientific analyses in the area of active play. The fact that less than a quarter of children and youth in Poland (11-15 years) is sufficiently physically active (20.1-24.2% active for 60 min daily), should be considered alarming. Assessment of the central policy area and investment was positive, especially due to the inclusion of elements related to supporting the activity of children and youth in the Strategy for the Development of Sport in Poland up to 2020. Conclusions. It is necessary to implement a common framework for the systematic supervision of overweightness and obesity among children and adolescents, as well as a systematic approach to the evaluation of physical activity. Such actions are necessary. Systematic monitoring of changes regarding the physical activity development trend over time and drawing cognitive and application conclusions from the undertaken research are also much needed.
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Yusmawati, Yusmawati, and Johansyah Lubis. "The Implementation of Curriculum by Using Motion Pattern-Based Learning Media for Pre-school Children." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (April 30, 2019): 187–200. http://dx.doi.org/10.21009/10.21009/jpud.131.14.
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This study aims to determine the implementation of curriculum in learning activities of pre-school children and develop motion pattern-based learning media for pre-school children. This research was carried out in thirty kindergartens in East Jakarta. It was conducted in 4 months, from June to October 2018. This research is included in the development and evaluation research (mixed method). The scope of the research is the implementation of curriculum and the development of learning media for pre-school children by using customized tools. Data was collected by using questionnaires and analyzed by using Guttman scale and Likert scale. Percentage of the implementation of learning for pre-schoolers in Kindergarten in East Jakarta is very good. The goal dimension got 98.2%, the content dimension got 99.3%, the method dimension got 99.3% and the evaluation dimension got 98.3%. The product of this study is a learning media that is adjusted to the implementation of motion pattern-based learning activities for pre-school children.
Keywords: Early childhood education curriculum, Motion Pattern-Based Learning Media, Pre-school children
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Iorga, Magdalena, Lavinia-Maria Pop, Nicoleta Gimiga, Luminița Păduraru, and Smaranda Diaconescu. "Assessing the Opinion of Mothers about School-Based Sexual Education in Romania, the Country with the Highest Rate of Teenage Pregnancy in Europe." Medicina 57, no. 8 (August 19, 2021): 841. http://dx.doi.org/10.3390/medicina57080841.
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Background and Objectives: Without mandatory school-based education, Romania is a leading European country in teen pregnancy. This survey aimed at assessing the level of knowledge and the opinions about sexual education and sexual-related issues among mothers of female teenagers aged 13–18 years old. Material and Methods: The survey was conducted between 2015 and 2017 and had four parts, collecting data about sociodemographic variables, the level of knowledge about sexuality, sexually transmitted diseases, and contraception. The respondents were mothers of female teenagers hospitalized in a tertiary pediatric clinic. Data were analyzed using IBM Statistical Package for Social Sciences (SPSS) Statistics for Windows, version 25 (Inc., Chicago, IL, USA). Results: One hundred and thirty-five mothers (42.46 ± 6.81 years old) were included in the research. Most of them were from rural areas, had graduated secondary school, were Christian-orthodox, married, and with a stable job. More than half of the mothers (61.42%) declared that they personally knew adolescents that were already mothers. In great proportion, mothers proved good knowledge about sexual education, contraception, and STDs. They considered that the minimum age for becoming married, in general, is about M = 18.62 ± 2.09 years old but in the case of their daughters, mothers appreciated that the best age would be 23.56 ± 9.37. Mothers considered that they had good communication with their daughters (M = 4.28 ± 0.99) and two-thirds sustained that they had discussed with them about sexual activity, pregnancy, sexually transmitted diseases, and contraception. In case of unwanted pregnancy of their daughters, one-third of the mothers (38.50%) would advise their girls to continue the pregnancy and 7.40% mentioned the termination of pregnancy. Two-thirds of them (74.10%) agreed to school-based sexual education. In the order of preferred sources for sexual education, mothers mentioned parents (85.90%), teachers (33.30%), and family doctors (24.40%). Comparative results regarding their own sex life and that of their daughters are presented. Conclusions: School-based programs should meet parental beliefs about sexuality and sexual education. School, as a creator of values and models, should find the golden ratio to better shape the personal, familial, and social needs for the healthy sexual behavior of the new generation.
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Jovanka, Della Raymena. "The Effectiveness of Online Learning as A Form of Critical Pedagogic Transformation: The Perceptions of ECCE Teachers and Parents." JPUD - Jurnal Pendidikan Usia Dini 18, no. 1 (April 30, 2024): 1–17. http://dx.doi.org/10.21009/jpud.181.01.
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ABSTRACT: Regarding their competence, teachers must be able to improve their professional competence by utilizing technology and communication (ICT) by the demands of 21st-century competence. Furthermore, the nation's problems in the field of education and professionalism include several main problems that require more applicable and quality training for teachers and parents. This research aims to measure the perceptions of ECCE parents and teachers regarding the digital competence (use of technological devices and ability to access the internet) of online learning that they carry out, whether the learning is effective and able to measure children's competence or competence still needs to be improved to make it even better. The method that will be used in this research is quantitative research with a survey method in the form of a questionnaire. Participants are focused on ECCE teachers and parents who have early childhood children, especially kindergartens and elementary school grades 1 and 2 (aged 4 to 8 years). The results of the data analysis, of this research show that both parents and teachers feel face-to-face learning is more effective than online learning. This condition is supported by data that both parents and teachers feel obstacles and doubts that online learning can measure children's competence. Keywords: professional development, digital learning, digital competencies, technology in learning References: Abbas, H. (2015). Straightening the Direction of Education. PT PP Mardi Mulyo. Abbas, H. (2020). Contemporary Issues on Indonesian Education: Expedient Truths. PT PP Mardi Mulyo. Abdallah, A. K. (2018). Parents Perception of E-Learning in Abu Dhabi Schools in United Arab Emirates. International Journal of Advances in Social Sciences, 4(10). http://ijasos.ocerintjournals.org/en/download/article-file/458240 Advocates, E. (2015). Every Student Succeeds Act: Comparison of the No Child Left Behind Act to the Every Student Succeeds Act. www.acsd.org Ala-Mutka, K. (2011). Mapping digital competence: towards a conceptual understanding. Institute for Prospective Technological Studies. Alhumaid, K., Ali, S., Waheed, A., Zahid, E., & Habes, M. (2020). COVID-19 & Elearning: Perceptions &Attitudes Of Teachers Towards E-Learning Acceptance in The Developing Countries. Multicultural Education, 6(2). https://doi.org/10.5281/zenodo.4060121 Alkaabi, S. A. R., Alkaabi, W., &; Vyver, G. (2017). Researching Student Motivation. Contemporary Issues in Education Research, 10(3). https://clutejournals.com/index.php/CIER/article/view/9985/10086 Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. The International Review of Research in Open and Distributed Learning. 12(3). Aparicio, M., Bacao, F., &; Oliveira, T. (2017). Grit in the path to e-learning success. Computers in Human Behavior, 66, 388–399. https://doi.org/10.1016/J.CHB.2016.10.009 Best, S. J., & Harrison, C. H. (2009). Internet Survey Methods. In L. Bickman & D. J. Rog (Eds.), The SAGE Handbook of Applied Social Research Methods (2nd ed.). SAGE Publications, Inc. https://books.google.co.id/books?hl=id&lr=&id=m4_MAwAAQBAJ&oi=fnd&pg=PA375&dq=fowler+2009+survey&ots=ZVUJUrEXyq&sig=ULNAWcDriqjKfOWg9FasuNS39ns&redir_esc=y#v=onepage&q&f=false Billingham, K. A., & Billingham, K. A. (2019). Early Childhood Development. In Developmental Psychology for the Health Care Professions. https://doi.org/10.4324/9780429045141-3 Cheok, M. L., Wong, S. L., Ayub, A. F., &; Mahmud, R. (2017). Teachers' Perceptions of E-Learning in Malaysian Secondary Schools. Malaysian Online Journal of Educational Technology, 5(2). www.mojet.net Cole, A. W., Anderson, C., Bunton, T., Cherney, M. R., Cronin Fisher, V., Draeger, Jr., R., Featherston, M., Motel, L., Nicolini, K. M., Peck, B., & Allen, M. (2017). Student Predisposition to Instructor Feedback and Perceptions of Teaching Presence Predict Motivation Toward Online Courses. Online Learning, 21(4). https://doi.org/10.24059/olj.v21i4.966 Cresswell, J. (2013). Qualitative, quantitative, and mixed methods approaches. In Research Design (Fifth). SAGE. https://edge.sagepub.com/creswellrd5e/student-resources-0 Cresswell, J. W., &; Cresswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (Fifth). SAGE Publications, Inc. Creswell, J. W. (2016). Research Design: Qualitative, Quantitative, and Mixed Method Approaches (fourth). Student Library. Crompton, H., Burke, D., Gregory, K. H., &; Gräbe, C. (2016). The Use of Mobile Learning in Science: A Systematic Review. Journal of Science Education and Technology 2016 25:2, 25(2), 149–160. https://doi.org/10.1007/S10956-015-9597-X Daniels, M. M., Sarte, E., & Cruz, J. Dela. (2019). Students' perception of e-learning: a basis for the development of e-learning framework in higher education institutions Recent citations. The International Conference on Information Technology and Digital Applications. https://doi.org/10.1088/1757-899X/482/1/012008 Ferrari, A., Punie, Y., & Bre, B. N. (2013). DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe. https://doi.org/10.2788/52966 Ghomi, M., &; Redecker, C. (2019). Digital competence of educators (DigCompedu): Development and evaluation of a self-assessment instrument for teachers' digital competence. CSEDU 2019 - Proceedings of the 11th International Conference on Computer Supported Education, 1(Csedu), 541–548. https://doi.org/10.5220/0007679005410548 Hobbs, R., & Tuzel, S. (2017). Teacher motivations for digital and media literacy: An examination of Turkish educators. British Journal of Educational Technology. https://doi.org/10.1111/bjet.12326 Jiménez-Hernández, D., González-Calatayud, V., Torres-Soto, A., Mayoral, A. M., &; Morales, J. (2020). Digital competence of future secondary school teachers: Differences according to gender, age, and branch of knowledge. Sustainability (Switzerland), 12(22), 1–16. https://doi.org/10.3390/su12229473 Kontos, G. (2015). Practical teaching aids for online classes. Journal of Educational Technology Systems, 44(1), 36-52 Krumsvik, R. J. (2014). Teacher educators' digital competence. Scandinavian Journal of Educational Research, 58(3), 269–280. https://doi.org/10.1080/00313831.2012.726273 Lestiyanawati, R. (2020). The Strategies and Problems Faced by Indonesian Teachers in Conducting E-learning During COVID-19 Outbreak. CLLiENT (Culture et al.), 2(1). https://ojs.unsiq.ac.id/index.php/cllient/article/view/1271 Lin, M.-H., Chen, H., &; Liu, K. S. (2017). A study of the effects of digital learning on learning motivation and learning outcome. Eurasian Journal of Mathematics, Science and Technology Education, 13(7), 3553–3564. Lubis, A. H., &; Lubis, Z. (2020). Parent's Perceptions on E-Learning During Covid-19 Pandemic in Indonesia. Journal of Critical Reviews, 7(18). McGarr, O., & McDonagh, A. (2020). Exploring the digital competence of pre-service teachers on entry onto an initial teacher education program in Ireland. Irish Educational Studies, 40(1), 115–128. https://doi.org/10.1080/03323315.2020.1800501 McKnight, K., O'Malley, K., Ruzic, R., Horsley, M., Franey, J. J., & Bassett, K. (2016). Teaching in a digital age: How educators use technology to improve student learning. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2016.1175856 Røkenes, F. M., &; Krumsvik, R. J. (2016). Prepared to teach ESL with ICT? A study of digital competence in Norwegian teacher education. Computers and Education, 97, 1–20. https://doi.org/10.1016/j.compedu.2016.02.014 Simonson, M., Zvacek, S. M., & Smaldino, S. (2019). Teaching and Learning at a Distance: Foundations of Distance Education 7th Edition. IAP. Tudor, S., Stan, M., & Paisi-Lazarescu, M. (2015). Integration of e-learning in teaching/learning courses at preschool and primary pedagogical teachers. eLearning & Software for Education, 2, 340-345 Vitoria, L., Mislinawati, M., &; Nurmasyitah, N. (2018). Students' perceptions on the implementation of e-learning: Helpful or unhelpful? The 6th South East Asia Design Research International Conference (6th SEA-DR IC).https://doi.org/10.1088/1742-6596/1088/1/012058 Wasserman, E., &; Migdal, R. (2019). Professional development: Teachers' attitudes in online and traditional training courses. Online Learning Journal. https://doi.org/10.24059/olj.v23i1.1299
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Carpenter, Daniel, and Paul Munshower. "Broadening borders to build better schools." International Journal of Educational Management 34, no. 2 (August 15, 2019): 296–314. http://dx.doi.org/10.1108/ijem-09-2018-0296.
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Purpose The purpose of this paper is to explore how rural teachers provided a PLC by leveraging virtual technologies to connect educators of like subject disciplines from several schools, foreign and domestic. Design/methodology/approach A phenomenological case study-based approach was leveraged to investigate established vPLCs at schools (Creswell, 2013; Stake, 2010). Qualitative data were collected from multiple sources to obtain rural teacher perceptions on the impact vPLCs had on their practice (Creswell, 2013). Findings Teacher collaborative teams build relationships comparable to teams that met face to face as part of a similar PLC and PD experience. Participant reflections in this investigation showed that rural educators favored face-to-face meetings; however, vPLCs provided similar teacher experiences to that of the face-to-face PBL model. Results indicated that educators recognized virtual collaboration just as valuable a tool for enabling PLCs than face-to-face collaborations while still offering similarities to improved teacher practice. Research limitations/implications The research was limited to teachers in rural settings in the USA (Texas) and in the Dominican Republic. The research was limited to teacher perceptions of change, and observed changes as part of their participation in a research-based virtual PLC model. The research was limited to the school setting over an academic year. Practical implications The findings from this study have practical implications for rural teachers and school implementation of a professional learning community model. Originality/value The promise provided by this study is that vPLCs may provide opportunity for rural schools to provide a job-embedded professional development model (Croft et al., 2010) for otherwise isolated teachers (Barrett et al., 2015).
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Ji, Xinyi. "Equity Research of Teslas Company." Advances in Economics, Management and Political Sciences 6, no. 1 (April 27, 2023): 372–77. http://dx.doi.org/10.54254/2754-1169/6/20220175.
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The primary purpose of this research is to conduct an equity research for Tesla Inc and to check whether the stock is recommended for investment. Tesla Inc. has been one of the most profitable automobile companies in the world. Both qualitative and quantitative methods are used for the analysis of Tesla Inc. The qualitative way would be to analyze the companys position in the industry, for instance, the prospect of the electric vehicle industry. The quantitative way would be to analyze the financial metric using the financial statements of Tesla Inc. and also calculate the beta value which is the risk value of the company and finally give a valuation to the companys cost of equity by using CAPM. The data used for financial statement would be collected from Yahoo Finance. The beta value would be calculated using Excel. The report has shown that Tesla has good financial performance and a potential for high returns because it has a beta value greater than 1. At the end of the paper, limitations of CAPM have been discussed and a comparison between CAPM and APT has been listed. In conclusion, APT seems to be a better model than CAPM.
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Ji, Xinyi. "Equity Research of Teslas Company." Advances in Economics, Management and Political Sciences 6, no. 1 (April 27, 2023): 372–77. http://dx.doi.org/10.54254/2754-1169/6/2022175.
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The primary purpose of this research is to conduct an equity research for Tesla Inc and to check whether the stock is recommended for investment. Tesla Inc. has been one of the most profitable automobile companies in the world. Both qualitative and quantitative methods are used for the analysis of Tesla Inc. The qualitative way would be to analyze the companys position in the industry, for instance, the prospect of the electric vehicle industry. The quantitative way would be to analyze the financial metric using the financial statements of Tesla Inc. and also calculate the beta value which is the risk value of the company and finally give a valuation to the companys cost of equity by using CAPM. The data used for financial statement would be collected from Yahoo Finance. The beta value would be calculated using Excel. The report has shown that Tesla has good financial performance and a potential for high returns because it has a beta value greater than 1. At the end of the paper, limitations of CAPM have been discussed and a comparison between CAPM and APT has been listed. In conclusion, APT seems to be a better model than CAPM.
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Betts, J. R., and R. C. Atkinson. "Better Research Needed on the Impact of Charter Schools." Science 335, no. 6065 (January 12, 2012): 171–72. http://dx.doi.org/10.1126/science.1205418.
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Sember, Vedrana, Gregor Starc, Gregor Jurak, Mojca Golobič, Marjeta Kovač, Poljanka Pavletič Samardžija, and Shawnda A. Morrison. "Results From the Republic of Slovenia’s 2016 Report Card on Physical Activity for Children and Youth." Journal of Physical Activity and Health 13, s2 (November 2016): S256—S264. http://dx.doi.org/10.1123/jpah.2016-0294.
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Background:This is the first assessment of the Republic of Slovenia’s efforts to synthesize and report physical activity (PA) standards for children and youth following the Active Healthy Kids Global Alliance grading system model.Methods:The Republic of Slovenia Report Card relies on research findings published in peer-reviewed journals, data compiled from national databases, and government initiatives which have been monitoring physical fitness standards in schools for the past 34 years (SLOfit and ACDSi). The Report Card initiative has been jointly coordinated by the University of Primorska and the University of Ljubljana. A Research Work Group consisting of 12 representatives from various aspects of Slovenia’s public, private, and government sectors convened to evaluate evidence and assign grades for each PA indicator.Results:Grades (A, highest, to F, lowest; INC, incomplete) for Slovenia are as follows: Overall Physical Activity (A-), Organized Sport Participation (B-), Active Play (D), Active Transportation (C), Sedentary Behaviors (B+), Family and Peers (INC), Schools (A), Community and the Built Environment (INC), and Government (B+).Conclusions:This inclusive PA report indicates that overall physical activity minutes remain high in Slovenian children and youth; however, more research is needed to determine the effects of family life, peer influences, and the built environment on active play behaviors.
Dissertations / Theses on the topic "Research for Better Schools, inc"
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McLeod, Jen. "Better relationships for better learning : schools addressing Maori achievement through partnership : research thesis submitted as partial fulfillment of a Masters degree in Education at Te Uru Maraurau, Massey University College of Education, Palmerston North." Massey University, 2002. http://hdl.handle.net/10179/991.
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This thesis examines the policy document Better Relationships for Better Learning: Guidelines for Boards of Trustees and Schools on Engaging with Mäori Parents, Whanau, and Communities (Ministry of Education, 2000a). The thesis is concerned with an examination and analysis of the Ministry of Education’s policy Better Relationships for Better Learning document and its implementation as evidenced by a case study school. The thesis demonstrates that while Government policy may intend to benefit Maori, the outcomes do not necessarily do so. It is argued that neither Government nor schools, as agents of the state, are neutral bodies but in large part reflect the influence of the majority over the provision of education for Maori. The claim for school/Maori partnerships made in the policy Better Relationships for Better Learning ignores the founding partnership envisaged through the Treaty of Waitangi. Maori participation as partners in negotiating the terms of the relationship with the school is ignored. This thesis examines the function of those relationships in terms of ‘Better Learning’, investigating the developments and practices in schools for Maori children’s learning.
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Björklund, Fanny, and Maria Bramfors. "An architectural perspective on schools in the Philippines : A research into the importance of a classroom’s physical environment and possible improvements for a better learning environment." Thesis, Linnéuniversitetet, Institutionen för byggteknik (BY), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53756.
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The physical environment in schools is an important factor that benefits the educational quality and has an essential role in the student's learning process. In the Philippines the physical environment is underdeveloped in the schools, since the main focus is on developing a basic foundation and on making sure that every child can go to school. This thesis studied the classrooms' physical environment in three selected schools in the Philippines. It presents improvements of the classroom’s physical environment. This study can be used as indicative guidelines when designing classrooms in the Philippines. This study is supported by the Minor Field Study scholarship, founded by SIDA.
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Adelakun, Sariat Ajibola. "An exploration and development of teaching resources to better include students with visual impairment in science and mathematics classes in South-Western Nigeria : an action research study." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7544/.
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The study was concerned with access to science and mathematics curricula by students with visual impairment (SVI) in South-Western Nigeria. The main study adopted an action research approach. Six initial stakeholder ‘search conferences’ were organised to understand the nature and extent of the problem. They revealed evidence of inadequate accessibility to science and mathematics education by SVI due to unavailable resources and personnel. This led to the development of teaching resources and approaches (‘STEM Kit’ and the use of ‘Talking LabQuest’) and the trialling of these approaches in two selected study schools. Data were collected through classroom observation and teacher and student interviews. Findings show that the approaches enabled access of SVI to science and mathematics at a comparable level with their sighted peers, which brought about immersion in, and engagement with learning. With the multisensory teaching resources, SVI and classroom sighted teachers learn and teach with reduced specialist teacher involvement. The intervention positively challenged local views and practice regarding curriculum access and SVI and offers examples for improved provision of relevant resources and training for staff to better support SVI independence and inclusion. This study showcases the uniqueness of action research in empowering all participants to bring about change.
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Landon, Rocky. "We Can Do It (Education) Better: An Examination of Four Secondary School Approaches for Aboriginal Students in Northwestern Ontario." Thesis, 2012. http://hdl.handle.net/1807/34776.
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The following study is an exercise in understanding how educators can improve their professional practice in terms of addressing the needs of Aboriginal high school students. The study was delimited to four different high schools in Northwestern Ontario in order to develop a broader understanding of best practices used by various school communities. Interviews were conducted with students and educational professionals such as teachers, administrators, guidance personnel and school board members. The study was completed over a period of one week, where one day was spent in each school completing interviews.
This study is unique in two ways: it presents the voices of secondary school educators (which had scarcely been reported or heard in the academic community) outlining the direction in which Aboriginal education should go and secondly, as a researcher I attempted to use the medicine wheel as a model for completing and conducting research.
There were a number of findings that appeared through the interviews. Teachers and administrators agreed that in order for Aboriginal students to succeed they needed to have involved parental support. It was important to teachers that parents take an active role in the educational life of their child. Additionally, it was acknowledged that First Nation communities were ideal settings for schooling of Aboriginal students as they were supported by family and community kinships. Yet in this study, it was also acknowledged that First Nation schools suffered financially in comparison to provincial schools. They were not able to provide programming comparable to provincial schools and
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were limited to a barebones program with compulsory courses being offered. In some cases, if students failed a course, they were not able to participate in the rest of the school program, until the course was re-taught in two years. Despite these shortcomings, students might do better in First Nation based schools if they were adequately funded with current resources and adequately compensated teachers.
This study offers some suggestions on how to improve the practice of educating First Nation secondary students.
Books on the topic "Research for Better Schools, inc"
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F, Soltis Jonas, ed. Perspectives on learning. 5th ed. New York: Teachers College Press, 2009.
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F, Soltis Jonas, ed. Perspectives on learning. New York: Teachers College, Columbia University, 1985.
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F, Soltis Jonas, ed. Perspectives on learning. 4th ed. New York: Teachers College Press, 2004.
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F, Soltis Jonas, ed. Perspectives on learning. 3rd ed. New York: Teachers College Press, 1998.
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F, Soltis Jonas, ed. Perspectives on learning. 3rd ed. New York: Teachers College Press, 1998.
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M, Mohr Marian, ed. Teacher research for better schools. New York: Teachers College Press, 2004.
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1941-, Lomax Pamela, ed. Managing better schools and colleges: The action research way. Clevedon [England]: Multilingual Matters, 1991.
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Office, General Accounting. Pesticides: Better data can improve the usefulness of EPA's benefit assessments : report to the chairman, Subcommittee on Health and the Environment, Committee on Energy and Commerce, House of Representatives. Washington, D.C: GAO, 1991.
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McNaughton, S. Designing better schools for culturally and linguistically diverse children: A science of performance model for research. New York, NY: Routledge, 2011.
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Edward, Cumming Christopher, and Moray House College of Education., eds. Becoming a better teacher: Professional staff development in Scottish secondary schools : the report of an S.E.D. funded research project1985. Edinburgh: Moray House College of Education, 1985.
Find full textBook chapters on the topic "Research for Better Schools, inc"
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Bozdağ, Çiğdem. "Digital Inclusion Through Distribution of iPads During the Covid19 Pandemic? A Participatory Action Research in a German Secondary School." In Palgrave Studies in Digital Inequalities, 129–46. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-28930-9_7.
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AbstractThe research on digital inequalities today not only focuses on inequalities related to access, but also on digital skills and outcomes of digital media use (van Deursen AJ, Helsper EJ, The third-level digital divide: Who benefits most from being online? In: Communication and information technologies annual, Emerald Group Publishing Limited, 2015; Ragnedda M, The third digital divide: A Weberian approach to digital inequalities. Routledge, 2016). However, the access inequalities are still an issue that needs to be scrutinized even in the context of the developed countries especially in relation to quality and quantity of technology access and maintenance issues (Gonzales A, Inf Commun Soc 19:234–248, 2016; van Deursen AJ, Van Dijk JA, New Media & Society 21:354–375, 2019). Focusing on the case of the distribution of iPads for all students in primary and secondary schools in the state of Bremen during the Covid19 pandemic, this chapter discusses if and how hardware distribution projects can be successful for mitigating the digital inequalities among the young people. The presented analysis is based on a participatory action research project that was conducted in a secondary school that is based in a socioeconomically disadvantaged and culturally diverse school in Bremen. The empirical data that will be discussed here consists of participatory observations from January 2020 to April 2021 and three rounds of focus groups with the students. The chapter discusses how the iPad project was perceived by the students before and after the distribution of the iPads and how they were used for distance education during school closures. The chapter will argue that the project was successful for mitigating the immediate effects of school closures by helping the students to interact more with their teachers and structure their days better by following the school’s online classes. However, the students also raised serious concerns about the maintenance of the devices as well as the risks of surveillance by the teachers and the school administration.
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Koskela, Minja, Anna Kuoppamäki, Sidsel Karlsen, and Heidi Westerlund. "The Paradox of Democracy in Popular Music Education: Intersectionalizing “Youth” Through Curriculum Analysis." In The Politics of Diversity in Music Education, 135–49. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_10.
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AbstractIn this chapter, we unpack the complex politics of popular music education (PME) in schools through an examination of the ways in which youth and youth culture are represented in the Finnish National Core Curricula (2004 and 2014). Interrogating commonly held conceptualizations of diversity in music education, we identify a paradox in school-based PME which, on the one hand, aims toward democratic classroom practice yet, on the other, neglects diversity by approaching youth as a homogenous group. Challenging common analytical points of departure in PME research, we argue that scholars and educators need to recognize the multiple and intersecting identities of students if PME is to afford them equal opportunities for participation. Overall, we suggest that through the analytical lens of intersectionality, PME may be better positioned to take into account students’ own experiences of inequalities, providing new perspectives on diversity at the policy level. Thus, intersectionality could provide a useful analytical frame in the process of furthering further democratic practice in the classroom.
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Scherer, Ronny. "The Case for Good Discipline? Evidence on the Interplay Between Disciplinary Climate, Socioeconomic Status, and Science Achievement from PISA 2015." In Equity, Equality and Diversity in the Nordic Model of Education, 197–224. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_8.
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AbstractIn both educational and psychological research, the relation between socioeconomic status (SES) and academic achievement is the most widely examined contextual effect. While several research syntheses have reported evidence of positive and significant SES–achievement relations (i.e., higher SES is associated with better academic achievement in several domains), they also reported substantial variation across educational contexts, such as classrooms, schools, and educational systems, and proposed mechanisms underlying these relations. This chapter addressed this variation and tested three hypotheses on the interplay between socioeconomic status, the disciplinary climate in science lessons, and science achievement—the compensation hypothesis, the mediation hypothesis, and the moderation hypothesis. Utilizing the Programme for International Student Assessment (PISA) 2015 data from the Nordic countries (Denmark, Finland, Iceland, Norway, and Sweden), multilevel structural equation modeling provided evidence to test the contextual, indirect, and cross-level interaction effects. While evidence for the compensation hypothesis existed in most Nordic countries, evidence supporting the mediating and moderating roles of the disciplinary climate for the SES–achievement relation was sparse.
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Xiao, Bing. "The Growth of Minority Supervisors: Supervision of Pre-service Teachers’ Field Experiences." In To Be a Minority Teacher in a Foreign Culture, 253–68. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_16.
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AbstractThe anthropologists are outsiders to the culture who were studying in traditional ethnography. I understand this since I identify as both an insider and an outsider when I instruct, supervise, and advise my American students. I am an “insider” in the teacher education program but an “outsider” of American school culture. I am originally from China, but I am immersing myself in my doctoral studies in the American education system. I instruct teaching methods classes and have served as a supervisor for students’ field experiences for around ten years. As a minority educator, I am faced with multiple challenges, especially supervising student teachers. The purpose of this chapter will explore the challenges of the minority supervisors’ growth and those influences on pre-service teachers. The research used the video-cued multivocal ethnographic method. I conducted focus-group interviews with university supervisors and the instructors of a teaching methods course. I presented video clips from students’ field teaching experience to the interviewees and discussed how videos impact teaching and teacher preparation notions. Additional data comes from my own experience. The chapter expands on Foucault and Bourdieu’s work to better understand how power flows in the field experience and how power changes supervisors’ and pre-service teachers’ habitus and behaviors. It also draws from Latour’s Actor-Network Theory (ANT) theoretical lens to investigate how different actors, such as the university, local schools, mentor teachers, supervisors, and pre-service teachers, change their action transforms the field experience.
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Boys, Jos, and Anna Jeffery. "Valuing Urban Schools as Social Infrastructure." In Schools as Community Hubs, 113–30. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-9972-7_8.
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AbstractRe-thinking urban schools as part of an integral network of social infrastructure in cities presents new opportunities for mixed-use educational spaces at the heart of urban development. Yet these opportunities to leverage school assets to better integrate with, and enhance, their localities are often being missed. This chapter explores the value that schools can offer, not just for children, but for wider neighbourhood residents. While understanding that there is no one-size-fits-all approach, we report on a research project to produce a social infrastructure framework which can be included in schools’ policy, implementation and evaluation measures. Developed through an engagement process with key stakeholders, and focused on England, we propose principles for enabling schools to provide better local social infrastructure; based on broadening how we value schools; taking a long-term view; using joined-up thinking; enabling schools to deliver community support; and designing in community potential from the start. This chapter discusses the implications of each principle, supported by examples.
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Le Nepveu, Simon. "Progressive Pedagogies and Community Connections: Fifty Years of Urban Planning and Architectural Design." In Schools as Community Hubs, 175–89. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-9972-7_12.
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AbstractThis chapter reflects on fifty years of design industry experience working with schools to create better learning environments and community connections. It draws on the work of ClarkeHopkinsClarke Architects to explore changes over time with a focus on schools in Victoria, Australia. Starting with the work of co-founder, the late Les Clarke AM on Eltham College in the early 1970s, the chapter traces developments in school as community hub planning and design since that time and concludes with lessons learned about ‘Impacting Tomorrow’ through design that is sustainable socially, environmentally and financially. With a view towards scaling the concept, it is suggested that research-based evidence is needed to establish policies and practices that will enable schools to be developed as community hubs through joined-up approaches that involve enduring partnerships between educators, governments, and communities.
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Kvalsund, Rune. "Bigger or Better? Research-Based Reflections on the Cultural Deconstruction of Rural Schools in Norway: Metaperspectives." In Knowledge and Space, 179–217. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18799-6_10.
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Schweitzer, Reinhard. "Introduction." In IMISCOE Research Series, 1–7. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-91731-9_1.
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AbstractWhat happens in institutions like schools or hospitals when local service provision overlaps with the control of national borders? Such overlap is unavoidable if unlawful residents are to be excluded from mainstream public services. With this explicit aim, governments not only modify the rules and established practices of welfare provision, but also encourage the people who administer and deliver these services to incorporate the logic of immigration control into their everyday work. To identify and better understand the concrete mechanisms that either help or hinder such internalisation of immigration control, this study systematically compares three spheres of service provision – healthcare, education and social assistance – across two distinctive legal-political environments: Barcelona/Spain and London/UK. Looking at official policies as well as their implementation, it primarily draws on a total of almost 90 semi-structured interviews with irregular residents, providers and administrators of local services, and representatives of NGOs and local government. Its innovative analytical framework helps to map and explain the significant variation in how immigration control works within different institutions and how individual actors occupying key positions in these can reproduce, contest, or readjust formal structures of inclusion and exclusion.
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Rundshagen, Volker. "Business Schools." In Handbook of Research on Trends in European Higher Education Convergence, 124–49. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5998-8.ch007.
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This chapter offers a conceptual contribution to the debate of European business schools and their future directions within the context of higher education internationalization. On the one hand, European business schools represent a continuous success story in terms of enrolment figures and increasing visibility on international rankings. On the other hand, particularly driven by overarching competitiveness paradigms, they are on a path of conformity and obedience to external pressures, leading to dangerously homogenous institutions. Furthermore, they are losing their esteem within society and face increasing criticism in the wake of financial and social crises, as business school contributions have come under scrutiny. Four drivers of European business schools internationalization are identified: globalization, EU policy, rankings/accreditation, and student consumerism. Opportunities and risks arising from all four drivers are highlighted in this chapter, and the subsequent discussion outlines potential future pathways of a more beneficial internationalization that allows for new perspectives beyond apparent Americanization tendencies. It is argued that, despite manifold ambiguities associated with such concepts, through a strategic elaboration of a distinct European identity, business schools could better meet their responsibilities and also develop propositions that are competitive in the global marketplace as well as inspiring constituencies beyond this continent.
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Harrison, Leila E., Christina J. Grabowski, Leila Amiri, Radha Nandagopal, and Richard Sanker. "Admission to US Medical Schools." In Advances in Medical Education, Research, and Ethics, 30–51. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1468-9.ch002.
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This chapter includes in-depth information on the medical school application process in the United States (US), the various admissions criteria and selection processes, and the range of interview and assessment modalities used to evaluate applicant competencies. It also provides information about the various pathways aspiring physicians may take to seek admission to medical school. In these sections, evidence is provided highlighting the work that has been done to better understand these areas. The chapter concludes with the important perspectives of an admissions committee chair and a pre-health advisor to further elucidate this complex process.
Conference papers on the topic "Research for Better Schools, inc"
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Dunham, Bruce. "Exploring Simulation-Based Inference in a High School Course." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t14a3.
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Although inferential concepts are typically introduced in courses at high school, the approaches taught are usually the methodologies in introductory classes at university level. There is much research to support that learners have difficulty with classical frequentist inference and that a better understanding of inferential concepts can be obtained via an introduction using simulation-based methods. A new course available to high schools in British Columbia, Canada, incorporates several novel aspects, a key feature being the reliance on “intuitive,” simulation-based inference. We describe the pedagogical approaches adopted in this course and how students appeared to have learned from their experiences.
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Ciucan-Rusu, Liviu. "Key Facts about the Decision-making Process of High School Students Regarding Career Options." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/09.
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As a dynamic transformation of the economy, companies put pressure on universities and other educational suppliers to deliver the labor force with new knowledge and skills required, to ensure their innovation and competitiveness. Because of these dynamics, students are also under pressure when they must decide about future jobs. There is also confusion in the mind of young adult that needs to bear the influence of public media, social media, online communities about the personal development in regional, national, or global environment. In this case, universities and high schools have to inform about trends and perspectives of future career and support students in their choice but they lack of communication capabilities or marketing aspects are overestimated. Our study is based on an online survey with more than 500 participants from Mures county high schools during the 2018-2019 academic year. Most of the student wants to continue their study at university 83,2 %. As a preferential channel of information about university programs students voted as very useful, university websites and meetings with representatives of faculties. The main fields students interested in are: business, engineering, informatics, medicine, public administration and law. Around 13.4% of the high school students intend to continue their study abroad. Almost half of the respondents have clear idea of study program to be chosen. Regarding the influence factors of their choice, family and acquaintances who are already university students have the higher impact rather than colleagues, friends and professors. When referring to criteria for choosing the future university, they favor the number of tax-free places and international mobility. Generally, we can say that students consider university the most important next step in their future career and they proof themselves rather independent to decide about this step. Our study also emphasizes significant levels of indecision and we will deepen our further research for better understanding of the phenomenon.
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Moise, Daniel, Amelia Diaconu, Florin Dobre, and Svetlana Platagea Gombos. "The Parents Perception of Martial Arts Practiced by their Children." In 9th BASIQ International Conference on New Trends in Sustainable Business and Consumption. Editura ASE, 2023. http://dx.doi.org/10.24818/basiq/2023/09/026.
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Parents will always want the best for their offspring. Nowadays, safety and security are something that everyone seeks. From the point of view of Maslow pyramid of needs, safety is on the second level after satisfying the physiological needs. In this article, we conducted two researches: on one hand, a qualitative study to discover the motives why parents urge their kids to train in different martial arts styles, and the latter, a quantitative research, to reveal which type of martial arts is better perceived on different social media platforms networks. The martial arts styles that we analyzed are: Aikido, Kyokushin and Shotokan. We have chosen these three styles as they are some of the best known and practice martial arts, especially want by children. Parents want their kids to develop in harmony, to consume their energy during practice as to get more focused at school and resolve their chores, be disciplined, stronger and more importantly be independent. Not being member of a team sport, the kid will rely only on his own power and capacity to deal with in different situations and not only. Studying and practicing karate, can also be a good protection for those who are bullied as a way of combating this kind of phenomenon that can have tremendous repercussions and even furthermore, to prepare them for the future. The recent incidents that happened both in the country and abroad, both inside and outside schools, can only reinforce the need to practice some defense sports.
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Sinclair, Brian Robert, Raffaello Furlan, Asmaa Al-Mohannadi, and Nooshin Esmaeili. "Design, build, occupy, adapt: Critical considerations of architectural education in an ethos of upheaval." In 3rd Valencia International Biennial of Research in Architecture, VIBRArch. València: Editorial Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/vibrarch2022.2022.15223.
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Over the past century, as mobility increased and communication heightened, architectural education saw a shared vision gain uptake and adoption in many corners of the globe. Informed by an embrace of architecture as a regulated profession, schools pursued similar standards, structure, accreditation & assessment, albeit with local overlays and national policies dictating details and nuancing content. While numerous models developed in concert, all pursued the notion of education providing base competencies for the subsequent pursuit of professional registration/certification and associated modes of practice. In many ways curricula has been increasingly comparable between many international regions, which has resulted in benefits around legibility, reputation and value of architecture as both discipline and profession. Centered on the studio as a signature pedagogy, architectural education has tended, to date, to translate well across borders and boundaries. However, recent challenges such as climate change, health calamities, financial crises, and global conflict, to name but a few, have given cause to critically review architectural education, writ-large, in terms of content, delivery, value, efficacy and impact. The present project, driven by researchers in North America and the Middle East, examines and interrogates aspects of architectural education considering this ethos of upheaval. The work, which is exploratory in extent and preliminary in character, is intended as a provocation concerning the status quo. Included in the probe are factors that prove fundamental to our productively advancing the profession and practices of Architecture: namely technology, psychology, sociology, business, research, sustainability and ethics. Developing from an environmental scan, and drawing from extensive administrative experience (in numerous nations) of the two lead authors, the research then examines selected details for each of these factors - proposing new means and methods that promise to better prepare architecture students for a dramatically different world. Ancillary yet vital qualities, such as interdisciplinary engagement, leadership, intersectoral understanding, and holism, are investigated with respect to a curricular reset. The authors shape a novel model for higher education in architecture that resonates with emerging demands and equips students to survive and thrive given the changing global context and the transcendental ‘new normal.’
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Horváth, Imre, Zoltán Rusák, and Yongzhe Li. "Order Beyond Chaos: Introducing the Notion of Generation to Characterize the Continuously Evolving Implementations of Cyber-Physical Systems." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-67082.
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Authors belonging to different institutions (‘schools’) of cyber-physical systems (CPSs) research and development report on largely different objectives, underpin their work with different theories and methodologies, and target characteristics which can actually better characterize other categories and families of engineered systems. This has resulted in an ontological chaos. Therefore, our research addressed the question: What exists in the form of past, current and future CPSs? Our hypothesis has been that we can have an ordered picture on the landscape of CPSs by introducing the notion of system generation. Generation is a structural term defined as a ‘technological/engineering cohort’ of different individual manifestation of systems that reflect genotypic features of ancestor systems belonging to the same category, but deviates from them with regards to their phenotypic features. Based on our literature findings, we have defined five generations of CPSs, which could be differentiated based on: (i) the level of self-intelligence, and (ii) the level of self-organization. The zeroth generation includes look-alikes and partial implementations of CPS. The 1G-CPSs include systems with self-regulation and self-tuning capabilities, while the 2G-CPSs are capable to operationalize self-awareness and self-adaptation. The 3G-CPSs are equipped with the capabilities of self-cognizance and self-evolution. According to our reasoning model, only the fourth generation of CPSs is supposed to achieve self-consciousness and self-reproduction in the form of system of systems. The paper analyses the major paradigmatic characteristics of these generations. It also provides an outlook to the trends that may have strong influence on the introduced generations of CPSs.
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Stagg, Mackenzie, and Emily McGlohn. "Rural Studio and the Front Porch Initiative: The Opportunities and Challenges of Place-Based Research." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335063.
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Harnessing the applied student research developed through design-build projects at Auburn University Rural Studio, the Front Porch Initiative aims to develop a scalable, sustainable, and resilient process for delivering homes in underserved rural communities. Student research forms the basis for the Initiative’s work, which extends its reach and impact through collaboration with housing providers and policymakers. A unique process of prototype home development and versioning of the homes engages students in the research of home affordability at different points in their architectural education. Graduate students undertake a comprehensive project: designing, developing, and ultimately building a prototype home for a local client in Rural Studio’s West Alabama service area. Third-year undergraduate students then utilize those prototypes for in-depth study and development of a specific topic related to contemporary issues in housing, such as accessibility, energy performance, material research, or emerging building technologies. Faculty working through the Front Porch Initiative can synthesize that information and deliver it as products to housing providers outside of Rural Studio’s service area. Currently, student research is driven by the particular demands of creating housing in the rural communities of West Alabama. This provides students the opportunity to deeply investigate and respond to local conditions, a key component of Rural Studio’s teaching pedagogy. However, as the Front Porch Initiative continues to expand the geographic, climatic, and sociocultural footprint of the housing research, Rural Studio faces new and different challenges and opportunities presented by other localities. As the Studio moves forward, it works to better understand how the local and particular can inform a broader conversation on rural housing while educating the next generation of citizen architects.
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Kershaw, Trina C., Carolyn Conner Seepersad, Katja Hölttä-Otto, Paul T. Williams, Adam P. Young, Sankha Bhowmick, and Molly A. McCarthy. "The Effects of the Undergraduate Curriculum and Individual Differences on Student Innovation Capabilities." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-35540.
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Innovation is considered a key to competitiveness of the nation. In order to ensure that graduating students are equipped with innovation skills to meet this challenge, we must ensure that engineering curricula are enhancing students’ innovation capabilities. In this paper we investigate if the undergraduate engineering curriculum can have a significant positive effect on students’ innovation capabilities. In addition, we investigate if individual difference factors, such as engineering design self-efficacy and self-reported GPA, can be correlated with innovation capabilities. To test this, we assessed students’ solutions to specific open ended problems for their level of innovation, or more specifically, originality and technical feasibility. The experiments were replicated at two universities and with a variety of cohorts, including freshman students before and after an introductory engineering course and senior mechanical engineering students before and after a capstone course. We found that that students’ innovation capabilities were enhanced by the senior-level capstone course at both universities. Similar positive results can be found for the overall four year curriculum at both schools. While individual differences in academic performance and engineering design self-efficacy did not predict seniors’ performance, these individual difference factors did interact to influence originality in the freshmen students. At high levels of GPA, increased self-efficacy led to increased originality, but at low levels of GPA, increased self-efficacy led to lower originality scores. Results are discussed in relation to prior research and suggestions are made to track freshmen students to better train future engineers.
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Kimbell, Richard. "Sharing and securing learners’ performance standards across schools." In Research Conference 2022: Reimagining assessment. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-685-7-6.
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Assessing learners’ performance makes very different demands upon teachers depending on the purpose and the context of the assessment. But common to all assessment is some sense of what ‘quality’ looks like. Most often teachers engage in formative assessments in the classroom, and the familiar standards of the classroom are adequate for this purpose. However if teachers are to undertake external, nationally regulated assessment then some sense of a national standard of quality is required. But there are very limited mechanisms by which teachers can acquire this understanding, so they use their best judgement, and standards vary from school to school not because anyone is attempting to cheat the system but simply because they cannot know what the real national standard is. It is for this reason that regulated examination bodies follow some process such as the following from the State Examinations Commission (SEC) in Ireland. ‘… teacher estimated marks will be subjected to an in-school alignment process and later a national standardisation process’. (SEC, 2021). How much simpler it would all be if teachers had – as a matter of normal practice – access to, and familiarity with, work from a national sample of schools, not just their own classroom. Adaptive Comparative Judgement (ACJ) is an online assessment tool that has been used for some years, principally as a formative tool for learners (e.g. Bartholomew et al., 2018; 2019). This presentation reports on a study of the new ACJ Steady State tool from the same stable. The purpose of the new tool is to solve the problem of variable standards across schools by enabling teachers to make paired judgements of work from multiple schools and thereby evolve and agree standards of performance beyond their own school. The current study is operating in Ireland with a group of schools, a university, and the SEC. The anticipated outcomes include 1) better consistency of performance standards across schools in the research group and 2) greater understanding of and confidence in assessment judgements by the teachers. If ACJ has proved to be a powerful formative assessment tool for learners, ACJ Steady State is designed to be a formative assessment tool for teachers, helping to inform and support their assessment judgements.
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Xiao, Yinshuang, Faez Ahmed, and Zhenghui Sha. "Travel Links Prediction in Shared Mobility Networks Using Graph Neural Network Models." In ASME 2022 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/detc2022-90694.
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Abstract The emerging sharing mobility systems are gaining increasing popularity because of the significant economical and environmental benefits. To facilitate the operation of sharing mobility systems, many studies are conducted to analyze and predict users’ travel behaviors. However, most research focuses on investigating every station’s usage and demand; therefore, insight into the user behavior and travel demand between stations from origin to destination is little known. Aiming to better understand the factors that would influence origin-destination travel demand, we present a complex network-based approach to predicting the travel demand between stations (e.g., whether two stations have sufficient trips to form a strong connection in a month) in sharing mobility systems. Particularly, in this study, we are interested in knowing whether local network information (e.g., the neighboring station’s features of a station and its surrounding points of interest (POI), such as banks, schools, etc.) would influence the formation of a strong connection or not. If so, to what extent do such factors play a role in it. To answer this question, we adopt Graph Neural Network (GNN), in which the concept of network embedding can capture and quantify the effect of local network structures. The results are compared with the regular artificial neural network (ANN) model without network embedding. This study is demonstrated using the bike sharing system, Divvy Bike in Chicago, as an example. We observe that the GNN prediction gains up to 9% higher performance than that of the ANN model. This implies that the local network information contributes to the formation of sharing mobility network. Moreover, it is found that when predicting the following year’s network, the model that employs the node embedding obtained from the previous year’s network outperforms the model with the node embedding obtained from the ANN predicted networks.
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Mohamed, Hamda Ali. "Case Study of Teachers’ and Students’ Perspectives on Co-teaching Models used in Qatar’s Middle Schools." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2021. http://dx.doi.org/10.29117/quarfe.2021.0186.
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This research aims to have a substantial glance at the middle schools in Qatar, which adopted co-teaching models, where special education teachers and general education teachers collaborate to teach students in an inclusive environment. Therefore, we want to recognize the problems faced by teachers, along with students, in terms of the efficacy of the co-teaching model as a way of learning, and even though the model is successful globally, it is better to determine if there are any concerns locally about the model, so that we implement it locally with an efficient approach.
Reports on the topic "Research for Better Schools, inc"
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Das, Jishnu, Joanna Härmä, Lant Pritchett, and Jason Silberstein. Forum: Why and How the Public vs. Private Schooling Debate Needs to Change. Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-misc_2023/12.
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“Are private schools better than public schools?” This ubiquitous debate in low- and middle-income countries is the wrong one to have. The foreword and three essays collected in this Forum each explore how to move past the stuck “public vs. private” binary. Jason Silberstein is a Research Fellow at RISE. His foreword is titled “A Shift in Perspective: Zooming Out from School Type and Bringing Neighborhood Education Systems into Focus.” It summarizes the current state of the “public vs. private” debate, outlines an alternative approach focused on neighborhood education systems, and then synthesizes key findings from the other essays. Jishnu Das has conducted decades of research on school systems in low-income countries, including in Zambia, India, and Pakistan. His essay is titled “The Emergence and Consequence of Schooling Markets.” It describes exactly what schooling markets look like in Pakistan, including the incredible variance in school quality in both public and private schools within the same village. Das then reviews the evidence on how to engineer local education markets to improve learning in all schools, including polices that have underdelivered (e.g., vouchers) and more promising policies (e.g., finance and information structured to take advantage of inter-school competition, and a focus on the lowest performing public schools). Das’ research on Pakistan is available through leaps.hks.harvard.edu, which also houses the data and documentation for the project. Lant Pritchett writes from a global lens grounded in his work on systems thinking in education. His essay is titled “Schooling Ain’t Just Learning: Controlling the Means of Producing Citizens.” It observes that governments supply, and families demand, education for many reasons. The academic emphasis on one of these reasons, producing student learning, has underweighted the critical importance of other features of education, in particular the socialization function of schooling, which more persuasively explain patterns of provision of both public school and different kinds of private schools. With this key fact in mind, Pritchett argues that there is a strong liberty case for allowing private schools, but that calls for governments to fund them are either uncompelling or “aggressively missing the point”. Joanna Härmä has done mixed-methods research on private schools across many cities and rural areas in sub-Saharan Africa and India, and has also founded a heavily-subsidized private school in Uttar Pradesh, India. Her essay responds to both Das and Pritchett and is titled “Why We Need to Stop Worrying About People’s Coping Mechanism for the ‘Global Learning Crisis’—Their Preference for Low-Fee Private Schools”. It outlines the different forces behind the rise of low-fee private schools and asserts that both the international development sector and governments have failed to usefully respond. Policy toward these private schools is sometimes overzealous, as seen in regulatory regimes that in practice are mostly used to extract bribes, and at other times overly solicitous, as seen in government subsidies that would usually be better spent improving the worst government schools. Perhaps, Härmä concludes, “we should leave well enough alone.”
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Marchais, Gauthier, Sweta Gupta, and Cyril Owen Brandt. Student Wellbeing in Contexts of Protracted Violent Conflict. Institute of Development Studies (IDS), September 2021. http://dx.doi.org/10.19088/ids.2021.055.
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In contexts of protracted violent conflict, school environments play a key role in children’s psychological, social, and emotional wellbeing. Research by the REALISE education project in the Democratic Republic of the Congo (DRC) provides a better understanding of how violent conflict penetrates schools; the relationship between school staff, students, parents, and the local community; and the role of children’s social entourage. It identifies key considerations for education projects operating in these contexts and how they can best support the wellbeing of children, including those who are extremely isolated or experience marginalisation on the basis of gender or minority status.
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Pautz Stephenson, Stefani, Rebecca Banks, and Merijke Coenraad. Outcomes of Increased Practitioner Engagement in Edtech Development: How Strong, Sustainable Research-Practice-Industry Partnerships will Build a Better Edtech Future. Digital Promise, June 2022. http://dx.doi.org/10.51388/20.500.12265/158.
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A new participatory research model, Research-Practice-Industry Partnerships (RPIP), presents a unique value proposition. Design processes have typically placed professional designers, not the end users, at the center of the work. RPIPs create an intentional feedback loop that transforms the knowledge, action, or goals of all involved parties (Baker et al., 2022). RPIP aims to create better designs for scalable technologies that both meet the needs of educators and incorporate research from the learning sciences. This yields a product more likely to be used, used appropriately, and have the desired impact for learners. Digital Promise partnered with edtech startup Merlyn Mind and the University of California, Irvine (UCI) in an RPIP. This white paper describes our engagement and suggests that this model can yield positive impacts and new learning for all participants. Surveys and interviews with participants showed that engagement was mutually valued among all parties, practitioners learned more about AI and edtech in general, and Merlyn Mind staff learned more about working with schools and educators. Practitioners also benefited from the networking and collaboration that participation in the RPIP brought and felt it helped them grow professionally.
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Emerson, Sue, Lesley Ferkins, Gaye Bryham, and Mieke Sieuw. Young People and Leadership: Questions of Access in Secondary Schools. Unitec ePress, September 2016. http://dx.doi.org/10.34074/ocds.0291.
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There is seemingly an abundance of leadership opportunities available to youth within school environments, including sport captaincy, sport coaching, prefect roles, and assigned arts or cultural leadership. For many students, the opportunity to captain a sports team, or lead an event or activity is perceived as their first taste of leadership action. However, as evidenced in a growing body of literature (Jackson & Parry, 2011), leadership is increasingly being conceived as much more than an assigned formal position. Furthermore, there is some evidence to suggest that formal leadership roles may be presenting barriers for students wishing to access leadership opportunities in a more informal capacity (McNae, 2011). In this conceptual article, we examine the value and nature of informal leadership practices, and from this, identify questions of access to leadership for youth in secondary school settings. Specifically, the aim of our paper is to advance current conceptualisations about youth leadership and to offer future research directions (via questions) to establish a deeper evidence base for better understanding access to leadership for youth. To achieve this, we explore three interrelated themes: leadership practices and accessibility for youth; learning through leadership for youth; youth access and the notion that leadership belongs to everybody. As a result of the platform provided by our conceptualising, a series of questions are presented for future research. Directions for future research relate to understanding more about formal and informal leadership opportunities in the secondary school context, what we will hear when we listen to the student’s voice about access to these opportunities, and how informal leadership opportunities might influence overall access to leadership for students.
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Bano, Masooda. Low-Fee Private-Tuition Providers in Developing Countries: An Under-Appreciated and Under- Studied Market—Supply-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/107.
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Although low-income parents’ dependence on low-fee private schools has been actively documented in the past decade, existing research and policy discussions have failed to recognise their heavy reliance on low-fee tuition providers in order to ensure that their children complete the primary cycle. By mapping a vibrant supply of low-fee tuition providers in two neighbourhoods in the twin cities of Rawalpindi and Islamabad in Pakistan, this paper argues for understanding the supply-side dynamics of this segment of the education market with the aim of designing better-informed policies, making better use of public spending on supporting private-sector players to reach the poor. Contrary to what is assumed in studies of the private tuition market, the low-fee tuition providers offering services in the Pakistani urban neighbourhoods are not teachers in government schools trying to make extra money by offering afternoon tutorial to children from their schools. Working from their homes, the tutors featured in this paper are mostly women who often have no formal teacher training but are imaginative in their use of a diverse set of teaching techniques to ensure that children from low-income households who cannot get support for education at home cope with their daily homework assignments and pass the annual exams to transition to the next grade. These tutors were motivated to offer tuition by a combination of factors ranging from the need to earn a living, a desire to stay productively engaged, and for some a commitment to help poor children. Arguing that parents expect them to take full responsibility for their children’s educational attainment, these providers view the poor quality of education in schools, the weak maternal involvement in children’s education, and changing cultural norms, whereby children no longer respect authority, as being key to explaining the prevailing low educational levels. The paper presents evidence that the private tuition providers, who may be viewed as education entrepreneurs, have the potential to be used by the state and development agencies to provide better quality education to children from low-income families.
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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.
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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.
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Ogwuike, Clinton Obinna, and Chimere Iheonu. Stakeholder Perspectives on Improving Educational Outcomes in Enugu State. Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/034.
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Education remains crucial for socioeconomic development and is linked to improved quality of life. In Nigeria, basic education has remained poor and is characterised by unhealthy attributes, including low quality infrastructure and a lack of effective management of primary and secondary schools. Access to education is a massive issue—according to the United Nations, there are currently about 10.5 million out of school children in Nigeria, and 1 in every 5 of the world’s out-of-school-children lives in Nigeria despite the fact that primary education in Nigeria is free. A considerable divide exists between the northern and southern regions of Nigeria, with the southern region performing better across most education metrics. That said, many children in southern Nigeria also do not go to school. In Nigeria’s South West Zone, 2016 data from the Nigerian Federal Ministry of Education reveals that Lagos State has the highest number of out of school children with more than 560,000 children aged 6-11 not going to school. In the South South Zone, Rivers State has the highest number of out-of-school children; more than 900,000 children aged 6-11 are not able to access education in this state. In Enugu State in the South East Zone, there are more than 340,000 children who do not have access to schooling (2016 is the most recent year high-quality data is available—these numbers have likely increased due to the impacts of COVID-19). As part of its political economy research project, the RISE Nigeria team conducted surveys of education stakeholders in Enugu State including teachers, parents, school administrators, youth leaders, religious leaders, and others in December 2020. The team also visited 10 schools in Nkanu West Local Government Area (LGA), Nsukka LGA, and Udi LGA to speak to administrators and teachers, and assess conditions. It then held three RISE Education Summits, in which RISE team members facilitated dialogues between stakeholders and political leaders about improving education policies and outcomes in Enugu. These types of interactions are rare in Nigeria and have the potential to impact the education sector by increasing local demand for quality education and government accountability in providing it. Inputs from the surveys in the LGAs determined the education sector issues included in the agenda for the meeting, which political leaders were able to see in advance. The Summits culminated with the presentation of a social contract, which the team hopes will aid stakeholders in the education sector in monitoring the government’s progress on education priorities. This article draws on stakeholder surveys and conversations, insights from the Education Summits, school visits, and secondary data to provide an overview of educational challenges in Enugu State with a focus on basic education. It then seeks to highlight potential solutions to these problems based on local stakeholders’ insights from the surveys and the outcomes of the Education Summits.
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Rashevska, Natalya V., Serhiy O. Semerikov, Natalya O. Zinonos, Viktoriia V. Tkachuk, and Mariya P. Shyshkina. Using augmented reality tools in the teaching of two-dimensional plane geometry. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4116.
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One of the successful components of quality assimilation of educational material and its further use in the learning process is visualization of material in secondary education institutions. Visualizations need the subjects of the school course, which are the most difficult to understand and essentially do not have at the beginning of the study of widespread practical application, mostly mathematical objects. That is why this study aimed to analyze mobile tools that can be used to visualize teaching geometry. The object of the study is the process of teaching geometry in the middle classes of secondary schools. The subject of the study is the use of augmented reality tools in teaching geometry to students in grades 7-9. The study used such research methods as the analysis and justification of the choice of mobile augmented reality for the study of mathematics. Analyses displayed two augmented reality tools: ArloonGeometry and Geometry AR. In order to gain geometry instruction’s academic success for the students, these tools can be used by teachers to visualize training material and create a problematic situation. The use of augmented reality means in the geometry lessons creates precisely such conditions for positive emotional interaction between the student and the teacher. It also provided support to reduce fear and anxiety attitudes towards geometry classes. The emotional component of learning creates the conditions for better memorization of the educational material, promotes their mathematical interest, realizes their creative potential, creates the conditions for finding different ways of solving geometric problems.
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Mathew, Sonu, Srinivas S. Pulugurtha, and Sarvani Duvvuri. Modeling and Predicting Geospatial Teen Crash Frequency. Mineta Transportation Institute, June 2022. http://dx.doi.org/10.31979/mti.2022.2119.
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This research project 1) evaluates the effect of road network, demographic, and land use characteristics on road crashes involving teen drivers, and, 2) develops and compares the predictability of local and global regression models in estimating teen crash frequency. The team considered data for 201 spatially distributed road segments in Mecklenburg County, North Carolina, USA for the evaluation and obtained data related to teen crashes from the Highway Safety Information System (HSIS) database. The team extracted demographic and land use characteristics using two different buffer widths (0.25 miles and 0.5 miles) at each selected road segment, with the number of crashes on each road segment used as the dependent variable. The generalized linear models with negative binomial distribution (GLM-based NB model) as well as the geographically weighted negative binomial regression (GWNBR) and geographically weighted negative binomial regression model with global dispersion (GWNBRg) were developed and compared. This research relied on data for 147 geographically distributed road segments for modeling and data for 49 segments for validation. The annual average daily traffic (AADT), light commercial land use, light industrial land use, number of household units, and number of pupils enrolled in public or private high schools are significant explanatory variables influencing the teen crash frequency. Both methods have good predictive capabilities and can be used to estimate the teen crash frequency. However, the GWNBR and GWNBRg better capture the spatial dependency and spatial heterogeneity among road teen crashes and the associated risk factors.
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Bano, Masooda. The Missing Link: Low-Fee Private Tuition and Education Options for the Poor – The Demand-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/113.
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Low-fee private schools are today recognised as important players in the education market in developing countries, as they are argued to provide at least marginally better education than is on offer in the state schools. Leading international development agencies have begun encouraging governments in developing countries to include them within the policy-planning process. Based on fieldwork in two urban neighbourhoods in Pakistan, this paper shows that low-income parents are keen to secure good-quality education for their children, but they have to choose not only between state schools and low-fee private schools but also from among an array of low-fee tuition providers in their immediate neighbourhood to ensure that the child can cope in class, complete daily homework assignments, and pass exams in order to transition to the next grade. The evidence presented in this paper suggests that whether their child is enrolled in a state school or in a low-fee private school, the parents’ dependence on low-fee tuition providers is absolute: without their services, the child will not progress through the primary grades. Yet the sector remains entirely under-researched. The paper argues for the need to map the scale of this sector, document the household spending on it, and bring it within policy debates, placing it alongside low-fee private schools and state schools in order to provide access to primary education to all and improve the quality of education. At the same time it complicates the existing debates on low-fee private schools, by showing that parents on very low incomes — in this case households where mothers are employed as domestic workers and fathers are in casual employment — find them inaccessible; it also shows that household spending on education needs to take into account not just the charges imposed by low-fee schools, but also the cost of securing religious education, which is equally valued by the parents and is not free, and also the cost of paying the low-fee tuition provider. When all these costs are taken into account, the concerns that low-fee private schools are not truly accessible to the poor gain further traction. The paper also shows that mothers end up bearing the primary burden, having to work to cover the costs of their children’s education, because the core income provided by the father can barely cover the household costs.